SELF-EFFICACY BELIEFS OF PRESCHOOL TEACHERS REGARDING DEVELOPMENT FIELDS AND THE LEVELS OF USING REALITY THERAPY/ CONTROL MODEL
Journal Title: The Journal of International Social Research - Year 2017, Vol 10, Issue 54
Abstract
The current study was carried out to investigate the relation between the self-efficacy beliefs of preschool teachers regarding development fields and the levels of using reality therapy/ control model. Teachers working in the preschool education institutions in the city centre of Ankara comprised the population of the study and 397 teachers comprised the sampling of the study. As the data collection tool, “The scale for Self-Efficacy Belief towards the Activities in the Preschool Program” and “The Scale for Determining the Strategies Preschool Teachers Use in School Management towards Undesired Behaviours” were used. Relational research method was used. At the end of the research, it was found that 27.46% of teachers had low self-efficacy belief, 52.39% had medium and 20.15% had high level while 22.42% of teachers had used realty therapy/control model at low level, 57.18% used it at medium level and 20.40% used it at high level. It was found that there was a statistically significant relation between the self-efficacy sub-dimension and total scores and reality therapy/control model scores and that this relation were medium level and having the same direction. It was determined that as the self-efficacy beliefs increased, the levels of using reality therapy/ control model also increased.
Authors and Affiliations
Derya ATABEY
Keywords
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- EP ID EP269338
- DOI 10.17719/jisr.20175434634
- Views 169
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